Special Education Teacher (2026-2027 SY)

FRAMINGHAM PUBLIC SCHOOLS

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Special Education Teacher for the Autism Program
King Elementary School

2026-2027 School Year

Click here for more information about our amazing benefits! 

Depending on the Grade Level:

• Moderate Disabilities (PreK-2) and SEI Endorsement; or
• Moderate Disabilities (PreK-8) and SEI Endorsement; or
• Moderate Disabilities (5-12) and SEI Endorsement.

• Educational Requirement: A Bachelor’s Degree from an accredited college or university in a related field is required; Master’s Degree preferred.

• Professional Experience: Proven track record of delivering high-quality behavior intervention and managing diverse, high-needs classroom environments. Experience in a sub-separate or specialized school district setting is required.

• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.

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1. Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
2. Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
3. Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
4. Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
5. Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
6. Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
7. Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
8. Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success.
9. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
10. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

I. Planning, Preparation, and Instruction

• Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
• Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
• Creates a positive learning experience using appropriate sources, including iPads.
• Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
• Demonstrates knowledge of developmental levels by providing differentiated learning experiences.

II. IEP Development and Compliance

• Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
• Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
• Conducts formal special education evaluations and reevaluations.
• Prepares required reports on children and activities as mandated by law and district policy.

III. Assessment and Data-Informed Practice

• Assesses student progress and determines the need for adjustments to instructional techniques.
• Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.

IV. Communication and Collaboration

• Serves as the primary contact and liaison for parents and families.
• Schedules and participates in Team meetings to develop instructional strategies.
• Collaborates with general education teachers to modify and accommodate curriculum as needed.
• Coordinates the delivery of special education services outlined in each student's IEP.
• Collaborates with paraprofessionals to ensure consistency and student success.

V. Professional Responsibilities and Development

• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Other duties as assigned.

1. Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.
2. Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
3. Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
4. Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
5. Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
6. General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
7. Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
8. Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
9. School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
10. Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.
    
    

• Building Principal (and/or Designee).
• The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.

• This position is classified as Exempt (Professional).

• Covered under Framingham Teachers Association (Unit A) Contract.
• Work Year: 185 days (Ten-Months)
• The District reserves the right to transfer personnel as needed.